NORTHEN CAPE DEPARTMENT OF EDUCATION

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NORTHEN CAPE DEPARTMENT OF EDUCATION

• PRESENTATION ON CONDITIONAL GRANTS
• 8 MAY 2006

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Strategic Objectives

• HIV AND AIDS GRANT (LIFE SKILLS EDUCATION)
• To ensure access to an appropriate and effective
  integrated system of prevention, care and support
  for children infected and affected by HIV and
  AIDS
• To deliver life skills, sexuality and HIV and
  AIDS education in primary and secondary schools.

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Strategic Objectives

• INFRASTRUCTURE DEVELOPMENT
• To ensure backlogs in provision and maintenance
  of adequate physical infrastructure, water,
  sanitation and electricity to identified schools
  are eradicated.

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Strategic Objectives

• NATIONAL SCHOOL NUTRITION PROGRAMME
• To improve the nutrition status of South African
  Children specifically to enhance active learning
  capacity and improve attendance in schools.

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Grant allocations Capital Budget for 2005/06

• PROGRAMME BUDGET
• HIV/ AIDS R 2,318
• FOOD NUTRITION R 31,033
• INFRASTRUCTURE R 54,894
• INFRASTRUCTURE CAPITAL R 30,648

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ALLOCATIONS FROM VOTELINE

• HIV AND AIDS 3 002
• INFRASTRUCTURE 6 204
• SCHOOL NUTRITION 8 050
• FOOD HANDLERS 6 000
• LIFESKILLS (NUTRITION) 3 003

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2005/06 Budget Outcomes
Program R000 Final Budget Actual Expenditure Variance Spent
Food Nutrition 31,033 28,707 2,263 93
Infrastructure 54,894 53,953 941 98
HIV and AIDS 2,318 2,028 290 88
TOTAL 88,245 84,688 3,494 96
Capital (Infrastructure) 31,297 30,648 649 98

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Conditional Grant Performance - 2005/06
Program Allocation Received Expenditure Variance
R000
Food Nutrition 31,033 31,033 28,770 -
Infrastructure 54,894 42,894 53,953 11,059
HIV/AIDS 2,318 2,318 2,028 -
TOTAL 88,245 76,245 84,752 11,059
Capital (Infrastructure) 31,297 31,297 30,648 649
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PERFORMANCE PER QUARTER
GRANT 1st Q 2nd Q 3rd Q 4th Q Tot
INFRA 4 671 09 19 758 36 16 882 31 12 641 33 53 953 98
HIV AIDS 307 13 525 23 669 29 528 23 2 028 88
PSNP 6 872 22 5 783 19 11 144 22 4 971 16 28 770 93
TOTAL 11 850 13 26 066 30 28 696 33 18 140 21 84 752 96
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INFRASTRUCTURE BACKLOGS

• Backlogs emerge from the need to replace existing
  infrastructure.
• Schools (asbestos) 4
• Classrooms 436
• Administration Blocks 90
• Toilets / Ablution Blocks 10
• Laboratories 46

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Infrastructure Performance

• There are no learners under trees in the
  province.
• Provision of mobile classrooms in areas where
  learner enrolment growth is significant preempts
  over-crowding. 20 have been provided in the
  05/06FY.
• The bucket system has been eradicated, except in
  some public schools on private property (SASA
  -Section 14) where agreements with owners have
  not been signed and the Department thus has
  little control over the infrastructure

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Infrastructure Performance cont

• New Schools
• 20 Classrooms, 1 Admin Block, 2 Toilet blocks
• New Schools (Phase 1 of new school)
• 10 Classrooms,1 Admin Block,2 Toilet blocks
• New Additional Classrooms - 19 New additional
  classrooms
• Provision of Electricity at 35 Schools
• Admin Blocks - 6 Constructed
• Ablution Blocks 10 Constructed
• Repairs and Renovations 41 Schools

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Infrastructure Challenges

• There are a few prefab schools (constructed
  prior to 1994) which used material containing
  asbestos. These constitute a health hazard and
  need to be replaced as quickly as possible.

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HIV/AIDS Performance

• Training of 37 officials on Education Management
  and Governance Development
• Training for 131 Educators to deliver Life Skills
  Programme
• Lay counseling - 15 workshops.- capacity building
  of 363 officials.
• Care and support - 6 workshops- 247 Officials
  orientated.
• Moral regeneration (family focus) -2 workshops-
  54 Educators trained.
• First Aid- 3 workshops- 99 Educators trained.

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HIV/AIDS Performance cont

• Cluster workshops 5 workshops, participants
  from 32 schools.
• Peer education- 391 learners trained. (focus on
  schools with problematic learners.)
• Advocacy- 35 360 people were reached.
• Monitoring and evaluation- 136 sites
• 3 hour information session conducted for 342
  Educators.

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HIV/AIDS Performance cont

• The training, orientation and development of
  capacity of the extensive pool of officials,
  educators and learners creates an ever-growing
  human resource that is crucial for the prevention
  strategy.
• The advocacy increases awareness of the school
  programme amongst the parent population.
• Independent surveys indicate a high awareness
  rate (over 95)

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HIV/AIDS Performance cont

• The impact of the programme on teenage
  learner-pregnancy, delays in becoming sexually
  active, adherence to the ABC (Abstinence, Be
  faithful, Condomise) injunction and reduction of
  infection rates amongst learners in school has
  been inferred by overall surveys which show a
  general stabilisation of HIV infections.

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Food Nutrition Performance
Primary Schools 319 (125 329
learners) Secondary Schools 110 (56 975
learners) (only 5 schools in the province not on
the programme) No of feeding days 156 days per
annum Rate per learner per day for food
R1.00 Rate per learner per day for admin
R0,15 Rate per learner per day for admin in farm
schools and schools with enrolment - 200
learners R0,25
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Food Nutrition Performance

• 313 SMMEs enlisted as service providers
• Over 1500 Food Handlers engaged as part of EPWP,
  each receives a monthly stipend and training.
  This intervention contributes to poverty
  alleviation and reducing unemployment.
• 140 Schools have food gardens. The gardens are
  beginning to make them self-sufficient in the
  provision of vegetables for the programme. Some
  schools are producing excess which allow them to
  assist local communities with vegetables.

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Monitoring Capacity

• FOOD NUTRITION PROGRAMME
• The organogram makes provision for 8 people at
  provincial level.
• These function in the areas of Project
  Management, for school nutrition, sustainable
  food production and quality control.

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Food nutrition capacity cont

• At district level the organogram provided for 9
  district coordinators executing implementation
  of the 3 areas. Each district also has an admin
  support person to assist in programme delivery.
• Value for money is obtained by ensuring the
  setting of nutritional menus in collaboration
  with the department of Health and by performing
  random checks to monitor adherence thereto.

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Food nutrition capacity cont

• The Annual Performance Plan sets a target of
  monitoring 40 of schools per quarter by each
  district.
• A common monitoring tool is enforced and
  implemented by all districts.
• A mandatory quarterly meeting is held with all
  districts

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Monitoring Capacity HIV and AIDS

• HIV/ AIDS
• 4 District coordinators, Data capturer, 1
  financial administrator, Provincial coordinator,
  care and support coordinator( total number of 9)
• Quarterly assessments per district, monthly
  financial monitoring and evaluation.
• Capacity Constraints
• - The workload of the district coordinators is
  very heavy and they require assistance with
  coordinating and reporting

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Monitoring Capacity HIV and AIDS

• INFRASTRUCTURE
• Currently have only 3 Provincial Inspectors.
  Dept. of Public Works does day to day monitoring.
  Education does pre-payment inspections.
• Capacity Constraints
• Lack of business principles by contractors.
• Lack of skilled personnel to conduct inspections
  on regular basis.

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Service Level Agreements

• The departments of Education and Public Works
  signed an SLA on 30 May 2004.
• The SLA clearly states the roles and
  responsibilities of the parties and includes
  mechanisms to hold all parties accountable.
• A noticeable improvement in meeting delivery
  targets has been noticed since the SLA became
  operational.
• The province is also part of the pilot of the
  IDIP (Infrastructure Development Implementation
  Plan). This will increase its capacity to plan
  and implement the programme more efficiently and
  effectively.

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CHALLENGES

• The recent heavy rains caused delays in the
  completion of projects and have also weakened
  certain schools. This is likely to increase
  pressure on the provision of physical
  infrastructure.
• Some contractors are not adhering to the
  specifications in their contracts and require
  special interventions.

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CHALLENGES

• Some SGBs sometimes use Nutrition Funds to
  alleviate other pressures faced by the school
  (e.g. water and electricity payments) thus
  causing learners to have fewer feeding days
  and/or sub-nutritious meals.

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CHALLENGES

• There is an unprecedented increase in learner
  numbers with the movement of people from rural /
  farm areas to urban areas. The seasonal migration
  of farm workers also leads learners to follow
  their parents. The shifting numbers that thus
  require feeding makes predictable implementation
  difficult to sustain

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CONCLUSION

• The conditional grants have contributed
  significantly to service delivery.
• The department intends to make incremental
  additions from the vote line budget to enable it
  to eventually become independent of these grants.